ENGLISH LANGUAGE FOR SPECIAL PURPOSES

The course, as part of the Master's Degree Programme in Language Sciences, has two purposes: 1) to develop and/or further consolidate students' skills in the critical analysis of specialized discourse in English, with a focus on the use of English in international academic contexts; 2) to develop their integrated language skills in English at the C1 level of the Common European Framework of Reference for Languages (CEFR).

With reference to the Dublin descriptors (Master's Degree), students' expected outcomes are:

1. Knowledge and understanding:
1a. Knowledge of the context in which specialised discourse, in particular academic discourse, is used;
1b. Knowledge of the functions and the lexicogrammatical features of specialised discourse and written academic discourse in English;
1c. Knowledge of sociosemiotic approaches to the analysis of specialised discourse and written academic discourse;
1d. Knowledge of the structure of written academic texts (e.g. research articles and abstracts);
1e. Knowledge of the lexicogrammar and pragmatic aspects of the English language at the C1 level of the CEFR to produce and understand written and spoken texts in the academic context.

2. Applying knowledge and understanding:
2a. Knowing how to apply approaches to discourse analysis to specialised texts in English, in particular academic texts, identifying their function, lexicogrammatical features and organizational structure;
2b. Knowing how to use the English language at the C1 level of the CEFR to express complex and original concepts in the academic context.

3. Making judgements:
Students will be able to autonomously analyse, interpret and critically comment on specialized texts in English, in particular academic texts, related to the field of Language Sciences.

4. Communication skills:
4a. Knowing how to interact in English with the Professor and with one's peers;
4b. Knowing how to employ communicative strategies and skills at the C1 level of the CEFR to present one's research both in the written form (short research article) and in the oral form (academic presentation).

5. Learning skills:
5a. Knowing how to self-assess one's own competence with respect to the acquisition of the metalinguistic contents of the course;
5b. Knowing how to autonomously undertake research into the analysis of complex specialised and academic texts, selecting appropriate bibliographical sources to produce written and oral academic texts;
5c. Knowing how to self-assess one's competence in the English language.

English language at the B2 level of the CEFR.

The Professor's Module gives an introduction to specialised discourse in English. In particular, it provides theoretical and methodological frameworks to analyse specialised multimodal texts. The theoretical framework draws on systemic-functional linguistics integrated with Critical Discourse Analysis (CDA). In addition, the Professor's module gives an introduction to written academic discourse, in particular to the functions, the organization and the lexicogrammatical features characterising the research article genre. The theoretical framework used is Swales' model.

The language practice labs with the CEL will support students in the development of their integrated language skills at the C1 level of the CEFR necessary to successfully attend the Professor's Module.

Professor's Module:
- Lecture/Course material available in Moodle (Module page).

Suggested reading list:
- Baldry, Anthony and Thibault, Paul (2006). Multimodal Transcription And Text Analysis: A Multimedia Toolkit and Coursebook. London and New York: Equinox.
- Bawker, Lynne and Pearson, Jennifer (2002). Working with Specialized Language. A Practical Guide to Using Corpora. London and New York: Routledge. [Chapter 2]
- Garzone, Giuliana (2006). Perspectives on ESP and Popularization. Milano: CUEM.
- Garzone, Giuliana (2020). Specialized Communication and Popularization in English. Roma: Carocci.
- Gotti, Maurizio (2011). Investigating Specialized Discourse. New Edition. Bern: Peter Lang.
- Kress, Gunther and van Leeuwen, Theo (2021). Reading Images. The Grammar of Visual Design. Third Edition. London and New York: Routledge.
- Swales, John (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.
- Swales, John (2004). Research Genres. Explorations and Applications. Cambridge: Cambridge University Press.
- Swales, John e Feak, Christine (2012). Academic Writing for Graduate Students. Essential Tasks and Skills. Third Edition. Ann Arbor: University of Michigan Press.

Suggested dictionary for EAP:
- Oxford Learner's Dictionary of Academic English. Oxford: Oxford University Press.

Language practice labs with the CEL:
- Course material available in Moodle (Language-practice-lab page).

The expected learning outcomes will be assessed in a final written and oral exam with the Professor. To take the oral exam, students are required to have successfully passed the written exam.

The written exam will consist in a paper simulating a research paper in the field of multimodal discourse analysis. The paper will be written in English, using the stylesheet provided by the Professor in due time; it will be at least 4,000 words long and can be slightly longer, with a 10% tolerance rate (i.e. it cannot exceed 4,400 words). Students will submit the research paper in the .pdf format, following the deadlines and the instructions the Professor will communicate in due time through the course's Moodle space and the notices on the Professor's online board on the University's website. Detailed information about the contents and the structure of the research paper will be given by the Professor during the course.

The oral exam will be a discussion with the Professor – in English – on the contents of the submitted paper, with questions on the theoretical and analytical aspects of the research paper.

1 to 3 extra marks to the final mark can be added if students attend the language practice labs with the CEL and submit all the assignments over the two semesters.

The course with the Professor is held with the blended modality (70% classroom lessons, 30% online lessons). Traditional teaching methods will be integrated with the use of multimedia resources. Students will actively participate in the class activities which will include group, peer-review and cooperative-learning activities.

English

Please note that:
- the Professor's Module is held in English and starts in the second semester;
- the language practice labs with the CEL start in the first semester and end in May 2025.

The students who attended the course in the previous academic years will refer to the contents and assessment methods of the A.Y. 2024/2025.

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Accessibility, Disability and Inclusion: Accommodation and support services for students with disabilities and students with specific learning impairments.

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

written and oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development